Abstract
The past 25 years have seen a striking rise in the concept of learning in the fields of education and educational research. As Biesta (e.g. 2005, p. 55) points out, the “new language of learning” or the “discourse of learning” (Contu et al., 2003, p. 931) has become dominant in educational discourse.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Alexander, P. A., & Murphy, P. K. (1998). The research base for APA’s learner-centered psychological principles. In N. Lambert & B. McCombs (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools (pp. 33–60). Washington, DC: American Psychological Association.
Benner, D. (1991). Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grudnstruktur pädagogischen Denkens und Handelns. Weinhem und München: Juventa.
Benner, D. (1995). Studien zur Didaktik und Schultheorie. Pädagogik als Wissenschaft, Handlungstheorie und Reformpraxis. Band 3. Weinheim und München: Juventa Verlag.
Biesta, G. (2005). Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik, 25, 54–66.
Biesta, G. (2006). Beyond learning. Democratic education for a human future. Boulder, CO & London: Paradigm Publishers.
Biesta, G. J. J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87.
Cobb, T. (2006). Constructivism. In K. Brown (Chief Ed.), Encyclopedia of language & linguistics (2nd ed., pp. 85–87). Amsterdam: Elsevier.
Contu, A., Grey, C., & Örtenblad, A. (2003). Against learning. Human Relations, 56(8), 931–952.
Dubs, R. (1995). Konstruktivismus: Einige Überlegungen aus der Sicht der Unterrichtsgestaltung. Zeitschrift für Pädagogik, 41(5), 889–903.
Efran, A., McNamee, S., Warren, B., & Raskin, J. D. (2014). Personal construct psychology, radical constructivism, and social constructionism: A dialogue. Journal of Constructivist Psychology, 27(1), 1–13.
Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe & J. Hale (Eds.), Constructivism in education (pp. 17–39). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Griffin, C., & Brownhill, B. (2002). The learning society. In P. Jarvis (Ed.), The age of learning: Education and the knowledge society (pp. 55–79). London: Kogan Page.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York, NY: Teachers College Press.
Jarvis, P. (2002). Preface. In P. Jarvis (Ed.), The age of learning. Education and the knowledge society (pp. vii–ix). London: Kogan Page.
Jones, M. G., & Brader-Araje, L. (2002). Impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1–9.
Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121–134.
Meixner, J. (1997). Konstruktivismus und die Vermittlung produktiven Wissens. Neuwied: Luchterhand.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2nd ed.). San Francisco, CA: Jossey-Bass.
Murphy, P. K., & Alexander, P. A. (2006). Contextualizing the learner-centered principles for teachers and teaching. In W. D. Hawley (Ed.), KEYS to school improvement (2nd ed., pp. 13–32). Washington, DC: National Education Association.
Pépin, Y. (1998). Practical knowledge and school knowledge: A constructivist representation of education. In M. Larochelle, N. Bednarz, & J. Garrision (Eds.), Constructivism and education (pp. 173–192). Cambridge: Cambridge University Press.
Shotter, J. (1995). In dialogue: Social constructivism and radical constructivism. In L. P. Steffe & J. Hale (Eds.), Constructivism in education (pp. 41–56). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Skilbeck, M. (1997). Social, cultural, and economic factors affecting curriculum. In L. J. Saha (Ed.), International encyclopedia of the sociology of education (pp. 498–503). New York, NY: Pergamon.
Terhart, E. (2003). Constructivism and teaching: A new paradigm in general didactics? Journal of Curriculum Studies, 35(1), 24–44.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University Press.
Tokoro, M. (2003). The knowledge revolution. In M. Tokoro & L. Steels (Eds.), The future of learning: Issues and prospects (pp. 11–52). Amsterdam: IOS press.
Uljens, M. (1999). School didactics and learning. A school didactic model framing an analysis of pedagogical implications of learning theory. East Sussex: Psychology Press.
Wilson, B. G. (1996). What is a constructivist learning environment? In B. G. Wilson (Ed.), Constructivist learning environment: Case studies in instructional design (pp. 3–8). Englewood Cliffs, NJ: Educational Technology Publications.
Wolff, D. (1994). Der Konstruktivismus: Ein neues Paradigma in der Fremdsprachendidaktik. Die neueren Sprachen, 93, 407–429.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Peltonen, J. (2017). Schools and the New Language of Learning. In: Siljander, P., Kontio, K., Pikkarainen, E. (eds) Schools in Transition. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-827-3_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-827-3_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-827-3
eBook Packages: EducationEducation (R0)